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Journal Article

Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students

01 Jan 2010-Educational Foundations (Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com)-Vol. 24, pp 77-96
TL;DR: Oliverez et al. as mentioned in this paper examined how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California, and found that racist attitudes have manifested in the educational trajectories of the undocumented students.
Abstract: Introduction One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks--that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in our daily experiences to mediate our education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture (Solorano & Delgado Bernal, 2001). A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism (Perez Huber, et. al., 2008). This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article will provide a brief description of how CRT and, in particular, LatCrit have allowed researchers to develop the frame of racist nativism. Second, the framework of racist nativism will be described, including how it is used in this study. Third, this article will describe the data collection strategies, methodological approach and analysis process used to gather and analyze 20 critical race testimonio interviews. Following this description, I will present the findings that demonstrate the ways racist nativism, class and gender have manifested in the educational trajectories of the undocumented Chicana college students. The Need to Examine Undocumented Latina/o Educational Experiences There is a limited but growing body of research on the experiences of undocumented Latina/o immigrant students in the U.S. (Abrego, 2002; Bastida et. al., 2007; De Leon, 2005; Fields, 2005; Gonzales, 2007; Guillen, 2004; Madera, et. al., 2008; Oliverez et. al., 2006; Olivas, 1995, 2004; Pabon Lopez, 2005; Perez Huber & Malagon, 2007; Rangel, 2001; Rincon, 2005; Seif, 2004). We know that thousands of undocumented students graduate high schools throughout the country each year, but most are in state of California (Oliverez et. al., 2006). We also know that most undocumented immigrants in the U.S. are from Latin American countries, but Mexico in particular (Passel, 2006). The historical and continued efforts of U.S. foreign policy to ensure Mexican economic dependence on the United States suggests economic conditions in Mexico will continue to leave many Mexican citizens with no choice but to emigrate (Gonzalez & Fernandez, 2002). This means, until the U.S. enacts comprehensive immigration reform that offers the U.S. undocumented population with a path to citizenship, the number of undocumented Latina/o students will continue to grow. Research focusing on this group of students lags far behind this demographic growth. CRT, LatCrit, and Racist Nativism: An Intersectional Approach CRT and LatCrit. The overarching theoretical frameworks for this study are CRT, and in particular, LatCrit. CRT in educational research unapologetically centers the ways race, class, gender, sexuality and other forms of oppression manifest in the educational experiences of People of Color. CRT draws from multiple disciplines to challenge dominant ideologies such as meritocracy and colorblindness, which suggest educational institutions are neutral systems that function in the same ways for all students. This framework challenges these beliefs by learning and building from the knowledge of Communities of Color whose educational experiences are marked by oppressive structures and practices. The efforts of revealing racism in education is a conscious move toward social and racial justice and empowerment among Communities of Color (Solorzano & Yosso, 2001; Yosso 2006). LatCrit is an extension of the efforts of CRT in educational research. …

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Citations
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Journal ArticleDOI
TL;DR: This article used critical race theory to examine how high-achieving black individuals performed in the United States during the 2008 presidential election and found that they were more likely to be white than black.
Abstract: Immediately after President Obama’s successful campaign, many hypothesized that the United States had entered a post-racial era. This study uses critical race theory to examine how high-achieving B...

40 citations


Cites background from "Using Latina/o Critical Race Theory..."

  • ...…a body of research on college students who are located in the intersections, their intersectional identities, and their college experiences (e.g., Huber, 2010; Malcolm & Mendoza, 2014), this research literature does not address students using intersectional frameworks to analyze higher education....

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Journal ArticleDOI
TL;DR: In this article, the authors employ Latin@ critical race theory as an analytic lens to examine the many processes through which undocumented students come out within the context of higher education and beyond, and explore three themes: biographical construction of legal status, the fluidity of fear, and empowered disclosure.
Abstract: Previous qualitative studies on undocumented college students have primarily focused on their lived experiences; however, little research has been done to consider the disclosure process or identity management for undocumented students, particularly students who self-identify as “undocumented and unafraid.” Using research on legal consciousness and disclosure of hidden identities, I employed Latin@ critical race theory as an analytic lens to examine the many processes through which undocumented students “come out” within the context of higher education and beyond. Based on interviews with 7 Latin@ undocumented college students and graduates, in this article I explore 3 themes: biographical construction of legal status, the fluidity of fear, and empowered disclosure.

37 citations


Cites background from "Using Latina/o Critical Race Theory..."

  • ...More specifically, my empirical goal is to challenge dominant notions of neutrality and colorblindness and explore how the dominant notion of legality from a historical and sociopolitical context has shaped contemporary discourse on immigration (PerezHuber, 2010)....

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  • ...Prior research (Muñoz, 2008, 2013; PerezHuber, 2010) demonstrates that undocumented college students experience challenges with identifying college administrators whom they can trust with their legal status, in addition to coping with stress and anxiety while navigating college resources; yet the…...

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  • ...Prior research (Muñoz, 2008, 2013; Perez­Huber, 2010) demonstrates that undocumented college students experience challenges with identifying college administrators whom they can trust with their legal status, in addition to coping with stress and anxiety while navigating college resources; yet the nuances associated with legal status disclosure in terms of the strategies used to negotiate the decision­making process have not been examined....

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  • ...More specifically, my empirical goal is to challenge dominant notions of neutrality and colorblindness and explore how the dominant notion of legality from a historical and sociopolitical context has shaped contemporary discourse on immigration (Perez­Huber, 2010)....

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01 Jan 2017
Abstract: knowledge accountabil ity connection self -reflection educate action understand communicate l isten learn access quality innovation success ingenuity intel lect curiosity challenge create achievement connection self -reflection educate action understand communicate l isten learn access quality innovation success ingenuity intel lect curiosity challenge knowledge accountabil ity connection understand communicate l isten learn access quality innovation success ingenuity self -reflection educate action understand intel lect knowledge accountabil ity connection self -reflection educate action understand communicate curiosity challenge create achievement connection self -reflection curiosity challenge create achievement connection self -reflection knowledge accountabil ity connection self -reflection educate action understand communicate l isten learn access quality innovation success ingenuity intel lect curiosity challenge educate innovation success ingenuity intel lect curiosity challenge create achievement knowledge accountabil ity connection self -reflection educate action understand communicate curiosity challenge create achievement connection self -reflection understand communicate l isten learn access quality action educate action understand communicate l isten learn action understand communicate l isten learn access quality innovation success ingenuity intel lect curiosity challenge knowledge accountabil ity connection access quality self -reflection curiosity challenge create achievement learn access quality innovation success ingenuity self -reflection educate action understand intel lect knowledge accountabil ity connection self -reflection educate action understand knowledge accountabil ity connection self reflection educate action understand communicate l isten learn access quality innovation success ingenuity intel lect curiosity challenge connection knowledge accountabil ity connection self -reflection educate action understand communicate l isten learn access quality innovation success ingenuity challenge create achievement connection self -reflection educate action understand connection self -reflection understand communicate l isten learn access quality action create achievement connection self -reflection educate action understand communicate l isten learn access quality innovation success educate action communicate l isten learn access quality action educate action understand communicate educate innovation success self reflection knowledge accountabil ity communicate l isten learn achievement connection self -reflection educate action understand communicate l isten learn access quality innovation success ingenuity intel lect access quality innovation success self -reflection curiosity challenge create achievement connection self -reflection understand educate action understand communicate l isten learn action understand communicate l isten learn access quality innovation success ingenuity curiosity challenge create achievement connection self -reflection understand communicate l isten learn Equity and Assessment: Moving Towards Culturally Responsive Assessment

35 citations


Cites background from "Using Latina/o Critical Race Theory..."

  • ...Traditionally, intersectionality is thought of in racial/ ethnic identity intersecting with class, gender, and sexual orientation to shape how people of color experience oppression (Solorzano & Yosso, 2002; Huber, 2010; Cho, 1997)....

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Journal ArticleDOI
TL;DR: This article examined the stress factors associated with college persistence among a sample of four undocumented Mexican immigrant women from a small rural community in the Rocky Mountain region and found that financial stressors and missed opportunities, making meaning in their college degrees as undocumented immigrants, coping with stress while navigating legal status, and anxiety with the navigation of campus resources and climate.
Abstract: This study examines the stress factors associated with college persistence among a sample of four undocumented Mexican immigrant women from a small rural community in the Rocky Mountain region. Using Chicana feminist epistemological techniques to analyze data collected from in-depth interviews, this study yielded four major findings that include: (a) financial stressors and missed opportunities, (b) making meaning in their college degrees as undocumented immigrants, (c) coping with stress while navigating legal status, and (d) anxiety with the navigation of campus resources and climate. Recommendations for student affairs practitioners and future research are discussed.

35 citations


Cites background or result from "Using Latina/o Critical Race Theory..."

  • ...These findings confirm much of prior research (Abrego, 2006; Perez, 2009; Perez-Huber, 2010; Rangel, 2001) on the collegiate experiences of undocumented students....

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  • ...Her “LatCrit racist nativism framework” (Perez-Huber, 2010, p. 708) illustrates how immigration nativist discourse within the broader spectrum has shaped our policies and practices within other contexts, specifically higher education....

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  • ...These findings confirm much of prior research (Abrego, 2006; Perez, 2009; Perez-Huber, 2010; Rangel, 2001) on the collegiate experiences of undocumented students....

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  • ...The experiences of these undocumented students at UCLA mirror other research findings (Abrego, 2006; Perez, 2009; Perez-Huber, 2010; Rangel, 2001), which reveal that undocumented students, more so than other students, have to carefully navigate the college system....

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  • ...The research conducted by Garcia and Tierney (2011) and by Perez-Huber (2010) employed different theoretical perspectives in examining the experiences of undocumented students....

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Journal ArticleDOI
TL;DR: In this article, the authors examine staff and faculty allies working to help meet the needs of undocumented students at a large research university in the western region of the U.S. Drawing on scholarly work rooted in critical race theory and ethnic studies, the authors highlight forms of transformative resistance.
Abstract: This article examines staff and faculty allies working to help meet the needs of undocumented students at a large research university in the western region of the U.S. Drawing on scholarly work rooted in critical race theory and ethnic studies, the authors highlight forms of transformative resistance. They focus on four key findings: 1) student activism as a catalyst for staff and faculty engagement, 2) confronting contradictions and raising consciousness, 3) developing more supportive policies and programs, and 4) collaborating with organizations and communities beyond the university.

34 citations


Cites background or methods from "Using Latina/o Critical Race Theory..."

  • ...Perez, W. & Cortes, R. D. (2011)....

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  • ...For example, numerous studies have shown that undocumented students have diminished opportunities for postsecondary education, both in enrollment numbers and in the quality of their experience (Abrego & Gonzales, 2010; Flores, 2010; Lopez, 2010; Perez, 2009; Perez & Cortes, 2011)....

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  • ...Exclusionary practices are legitimized by laws that not only deny undocumented students financial aid but also help “sustain a climate of antipathy and suspicion toward undocumented students and immigrants of color” (Rincón, 2008, p. 62), and arguably perpetuate systems of racial inequality and racism tied to xenophobic nativism (Castro-Salazar & Bagley, 2010; Pérez Huber, 2009, 2010)....

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  • ...This should not come as a huge surprise, as research literature has captured the critical role of student activism in advancing initiatives to address a variety of race- and ethnic-based campus concerns (Rhoads, 1998a, 1998b; Solórzano & Delgado Bernal, 2001; Vélez, Perez Huber, Lopez, de la Luz, & Solórzano, 2008)....

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  • ...…aid but also help “sustain a climate of antipathy and suspicion toward undocumented students and immigrants of color” (Rincón, 2008, p. 62), and arguably perpetuate systems of racial inequality and racism tied to xenophobic nativism (Castro-Salazar & Bagley, 2010; Pérez Huber, 2009, 2010)....

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References
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Book
12 Oct 2017
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.

53,267 citations


"Using Latina/o Critical Race Theory..." refers methods in this paper

  • ...A critical race grounded theory approach is developed from traditional grounded theory in qualitative research, which allows themes to emerge from data (Glaser & Strauss, 1967; Strauss & Corbin, 1990)....

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Journal ArticleDOI
TL;DR: In this article, the authors discuss the uses of literature and open coding techniques for enhancing theoretical sensitivity of theoretical studies, and give guidelines for judging a grounded theory study.
Abstract: Introduction Getting Started Theoretical Sensitivity The Uses of Literature Open Coding Techniques for Enhancing Theoretical Sensitivity Axial Coding Selective Coding Process The Conditional Matrix Theoretical Sampling Memos and Diagrams Writing Theses and Monographs, and Giving Talks about Your Research Criteria for Judging a Grounded Theory Study

28,999 citations

Book
01 Jan 2006
TL;DR: K Kathy Charmaz's excellent and practical guide to grounded theory in nursing and how to do qualitative research in nursing is welcomed.
Abstract: An Invitation to Grounded Theory Gathering Rich Data Coding in Grounded Theory Practice Memo-Writing Theoretical Sampling, Saturation and Sorting Reconstructing Theory in Grounded Theory Studies Writing the Draft Reflecting on the Research Process

16,556 citations

Journal ArticleDOI
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.

13,415 citations


"Using Latina/o Critical Race Theory..." refers methods in this paper

  • ...A critical race grounded theory approach is developed from traditional grounded theory in qualitative research, which allows themes to emerge from data (Glaser & Strauss, 1967; Strauss & Corbin, 1990)....

    [...]